M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 50 CAPAIAN PEMBELAJARAN BAHASA INGGRIS FASE E (KELAS X) Elemen Menyimak – Berbicara Pada akhir Fase E, peserta didik menggunakan bahasa Inggris untuk berkomunikasi dengan guru, teman sebaya dan orang lain dalam berbagai macam situasi dan tujuan. Mereka menggunakan dan merespon pertanyaan dan menggunakan strategi untuk memulai danmempertahankan percakapan dan diskusi. Mereka memahami dan mengidentifikasi ide utama dan detail relevan dari diskusi atau presentasi mengenai topik yang dekat dengan kehidupan pemuda. Mereka menggunakan bahasa Inggris untuk menyampaikan opini terhadap isu yang dekat dengan kehidupan pemuda dan untuk membahas minat. Mereka memberikan pendapat dan membuat perbandingan. Mereka menggunakan elemen non-verbal seperti bahasatubuh, kecepatan bicara, dan nada suara untuk dapat dipahami dalamsebagian konteks. By the end of Phase E, students use English to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use and respond to questions and use strategies to initiate and sustain conversations and discussion. They understand and identify the main ideas and relevant details of discussions or presentations on youth-related topics. They use English to express opinions on youth-related issues and to discuss youth-related interests. They give and make comparisons. They use non-verbal elements such asgestures, speed and pitch to be understood in some contexts. Elemen Membaca – Memirsa Pada akhir Fase E, peserta didik membaca dan merespon berbagai macam teks seperti narasi, deskripsi, prosedur, eksposisi, recount, danreport. Mereka membaca untuk mempelajari sesuatu atau untuk mendapatkan informasi. Mereka mencari dan mengevaluasi detil spesifik dan inti dari berbagai macam jenis teks. Teks ini dapat berbentuk cetak atau digital, termasuk di antaranya teks visual, multimodal atau interaktif. Pemahaman mereka terhadap ide pokok, isu-isu atau pengembangan plot dalam berbagai macam teks mulai berkembang. Mereka mengidentifikasi tujuan penulis dan mengembangkan keterampilannya untuk melakukan inferensi sederhana dalam memahami informasi tersirat dalam teks. By the end of Phase E, students read and respond to a variety of texts, such as narratives, descriptions, procedures, expositions, recount and report. They read to learn or to find information. They locate and evaluate specific details and main ideas of a variety of texts. These texts may be in the form print or digital texts, including visual, multimodal or interactive texts. They are developing
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 51 understanding of main ideas, issues or plot development in a variety of texts. They identify the author’s purposes and are developing simple inferential skills to help them understand implied information from the texts. Elemen Menulis – Mempresentasikan Pada akhir Fase E, peserta didik menulis berbagai jenis teks fiksi dan non-fiksi, melalui aktivitas yang dipandu, menunjukkan kesadaran peserta didik terhadap tujuan dan target pembaca. Mereka membuat perencanaan, menulis, mengulas dan menulis ulang berbagai jenis tipe teks dengan menunjukkan strategi koreksi diri, termasuk tanda baca dan huruf besar. Mereka menyampaikan ide menggunakan kosakata dan kata kerja umum dalam tulisannya. Mereka menyajikan informasi menggunakan berbagai mode presentasi untuk menyesuaikan dengan pembaca/pemirsa dan untuk mencapai tujuan yang berbeda-beda, dalam bentuk cetak dan digital. By the end of phase E, students write a variety of fiction and non-fiction texts, through guided activities, showing an awareness of purpose and audience. They plan, write, review and redraft a range of text types with some evidence of selfcorrection strategies, including punctuation and capitalization. They express ideas and use common/daily vocabulary and verbs in their writing. They present information using different modes of presentation to suit different audiences and to achieve different purposes, in print and digital forms.
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 52 CHAPTER 3 Tujuan Pembelajaran Tujuan Bab 3 • Memproduksi teks deskriptif lisan dan teks recount tulis multimoda tentang kegiatann/acara olahraga sesuai dengan konteks dan tujuan yang hendak dicapai (Writing) Tujuan Pembelajaran Pada Bab 3 • Mengidentifikasi konteks, gagasan utama, dan informasi terperinci dari teks recount lisan yang disajikan dalam bentuk multimoda dengan topik kegiatan olahraga (Reading) • Mengidentifikasi karakteristik, rangkaian penyusunan, dan pengembangan gagasan secara sederhana dari teks recount lisan dalam bentuk multimoda tentang kegiatann/acara olahraga (Reading) • Mengidentifikasi makna tersurat dari teks recount ragam tulis dalam bentuk multimoda tentang kegiatann/acara olahraga (Reading) • Menguraikan gagasan dan pendapat disertai dengan alasan sederhana terhadap pengalaman menonton kegiatann/acara olahraga (Speaking) • Mendemonstrasikan komunikasi efektif dalam penyampaian gagasan dan pendapat secara sederhana tentang kegiatann/acara olahraga (Listening & Responding) • Merancang teks recount melalui menulis dengan dengan topik kegiatann/acara olahraga dengan memperhatikan konteks dan tujuan penulisan(Writing) • Memproduksi teks recount melalui menulis dengan dengan topik kegiatann/acara olahraga dengan memperhatikan konteks dan tujuan penulisan dan mempresentasikannya (Speaking & Presenting)
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 53 Recount Text Sports Events After learning the materials in this chapter, you are expected to be able to: 1. identify context, main ideas and detailed information from an oral and verbal recount text presented in multimodal form about sports event. 2. communicate simple ideas and opinions in various discussions, collaborative activities and presentations orally to tell about a sports event. 3. write a recount text about a sports event with an appropriate structure of organization and linguistic features and present it. A. Look and Answer Look at the pictures and answer the questions 1. What do you see in the pictures? Tell the class. 2. How can you tell if someone is a loyal fan of a team or a player 3. Which activity do you prefer? Why?
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 54 B. Read & Rearrange Andi is writing about his experience of watching a football match. In pairs, rearrange the paragraphs into a meaningful text. Discuss your results with the class. 1. Anyway, the football match took place about 5 years ago, when two of the best football clubs of my country played against each other in a inal match of the national football tournament. The two archrival teams had already clashed against each other in the past, and their number of wins was pretty much the same throughout the history of their clash, especially in this tournament. So, essentially, nobody really knew which team was favorite to win the final. 2. The game continued scoreless up until the half time interval, but as the second half of the game started, the intensity of the game increased. In the meanwhile, I was getting nervous in the stadium because my team wasn’t exactly playing up to our expectations. In fact, my team was lucky to survive a few scoring chances from the opponent team. Then, suddenly, the ball was passed to the main “striker” of my favorite team from nowhere, and a goal was scored by my team, leaving the supporters of my team completely ecstatic and crazy with the feeling of a possible victory. And, in the end, we were indeed the victorious team. 3. Anyway, I consider this match to be interesting because we never know which team is going to win. Besides, I consider this match exciting also because it attracts supporters from all over my country. Finally, it is also interesting because no other sporting event makes us as emotional as this one. 4. I like football, whether it is played between two international teams or local teams, as long as the teams give their best on the ield. The sporting event that I would like to talk about was a national club football tournament in my country that takes place every year. 5. But when the game actually started, all the supporters of both the teams were screaming and encouraging their respective teams as if they were bound to win. As a supporter, I also wanted my team to win at all costs. Anyway, both teams were playing very “rough and tough” football that led to some unwanted “fouls” and some unfortunate “fistights”. C. Guess the meaning Without using a dictionary, guess the meaning of these words/ phrases from the text using context clues. Share with the class how you get to your answer. Word / Phrases Meaning Took place Clashed Scoreless Opponent
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 55 Encouraging Rough and tough Fouls C. Think and Plan Take your notes from the previous activity. You are going to tell the sports event by providing details about the event. Complete the table below by answering the questions that will help you with. Fill in the table with a sports event that will help with your writing task later. Questions Details What sports event did you attend? Is it your favorite sport? When and where did you watch it? Why did you choose to watch it on TV/live? Who did you watch it with? Why did you go with him/her/them? What did you see? What happened first, next, then? How did you feel about the event? What made you feel that way? What did you hear/see in the event? D. Think and Take Notes Think about the last sports event you watched. Write a short note about the situation using the following questions to guide you. 1. What sports event did you go to/watch? 2. When was it? 3. Where did you watch it? 4. Who did you watch it with? 5. What do you think about the spectators and the game?
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 56 A. Let’s Write Based on the information you have written in the table above, write a description of the sports event you attended or watched. Use the notes you have written to tell the event. Group Project: Organizing Sports Event By the end of this project, you will be able to come up with a planner or proposal of a sports event. From your experience of attending a sports event, you are now given the chance to create your own sports event that can bring more joy to other people. 1. Let’sthink Think about the following factors before you create yourevent. a. Set specific goals. 1. Why do you need to hold this event? 2. How many participants are required to attend theevent? 3. Do you want to attract a local or international audience?How will you do that? 4. Which values are you promoting? Is the goal purelysports-related or do ssessment
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 57 Enrichment The Paralympics Games The Tokyo 2020 Paralympic Games were a major inter- national multi-sport event for athletes with disabilities governed by the International Paralympic Committee. The 16th Summer Paralympic Games were scheduledto be held in Tokyo, Japan between 24 August and 5 September 2021. The event was still called Tokyo 2020 despite taking place in 2021 due to the outbreaks of the Covid-19 pandemic. Source: https://olympics.com/en/sport-events/paralympic-games-tokyo-2020/ Background you support a good cause? 5. What willthe eventschedule look like? b. Choose a suitable venue. 1. Accessibility: Doesthe venue have enough parking space to holdmanyvehicles? Isit easily accessible by public transport? 2. Capacity: Is there enough room to accommodate your target attendance, including your team, the participants, andthe supporters? Step 1 Explore the 2020 Paralympic Games. Compare the coverage of the Japan 2020 Paralympics with that of other ParalympicGames, such as Rio de Janeiro in 2016, London in 2012, or Beijing in 2008 (You need to choose one). What similarities and differences are there in the following issues? What might be the reasons for any differences? 1. The bids process 2. Preparations including transport, volunteers, medals, impact of the COVID-19 pandemic, torch relay. 3. The games including sports (are there any new sports), the national teams participating, the number of athletes. 4. The medal summary 5. The eventsschedule (calendar) 6. The venues 7. The marketing including logo, mascot, animated shorts. 8. The broadcasting 9. The concerns and controversies
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 58 Step 2 Present your finding result in the form of a cohesive informational graphic that effectively showcases and highlights the data in a way that is simple and easy for youraudience to understand. You may use pictures, graphs, andcharts. DEFINITION OF RECOUNT TEXT Let’s Learn English! Recounts are used torelate experience or retell events for the purpose of informing, entertaining, or reflecting. A personal recount retels an activity that the writer has been personally involved in and may be used to build the relationship between the writer and the reader. Diary and personal letters can be recount texts. Purpose The purpose of this style of writing is to recall an event or experience for the reader's information or enjoyment. Types of Recount • Personal recount. These usually retell an event that the writer was personally involved in. • Factual recount. Recording an incident, eg. a science experiment, police report. • Imaginative recount. Writing an imaginary role and giving details of events, eg. A day in the life of a pirate; How I invented... • Historical recount. It is a text that is used to explain and retell factual events in the past that has historical values. Unlike personal recounts, the writer of a historical recount doesn’t need to be personally invloved in the event they are writing about. Language Features • Focuses on individual participants/events • Events in chronological order (the order they happened) • Can use features such as dialogue and description to embellish the retelling
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 59 Structure - Orientation. The setting or orientation - background information answering who? when? where? why? - Events are identified and described in chronological order. - Reorientation. It is concluding comments express a personal opinion regarding the events described Language • is written in the past tense (she yelled, it nipped, she walked) • frequent use is made of words which link events in time, such as next, later, when, then, after, before, first, at the same time, as soon as she left, late on Friday) • recounts describe events, so plenty of use is made of verbs (action words), and of adverbs (which describe or add more detail to verbs) • details are often chosen to add interest or humour to the recount. • use of personal pronouns (I, we) (Personal Recount) • the passive voice may be used, eg. the bottle was filled with ink (Factual Recount) ▪ Identifying the personal recount text ▪ Comprehending personal recount text Orientation In the afternoon as my plane from Jakarta touched down in Bangkok, I had noticed quite a lot of fog. The Information Counter assured me it wouldn't delay flights. Events ACTIVITY 1. READING
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 60 After a six-hour tour of the city while waiting to catch another plane to Hong Kong, I arrived at Suvarnabhumi airport shortly before 10 PM and found chaos. The place was crowded with passengers whose flights had been delayed. Mine was delayed too and I was directed to a crowded first-class lounge to wait. An hour and a half later, we were all comfortably on board when the captain announced that there were still thirteen aircrafts waiting to take off and ours was the seventh in line. Half an hour after our rescheduled flight, it was announced that six of the aircrafts had departed but the rest could only leave the following morning. We were all disappointed but all we could do was wait. The airport hotel was already full, but to our relief, our captain announced that any passenger who would like to could stay on the airplane for the night and a meal would be served. The air-conditioning and other facilities were kept working all night. At 7 AM, it was announced that we would be served breakfast in the Bangkok airport restaurant. I went to the restaurant and saw a tremendously long queue. Reorientation I decided to return to the aircraft to wait of it to take off. The wait was not long as we were on the first aircraft to depart that morning. We had a wonderful flight, and landed at Hong Kong airport ahead of the new scheduled time at 7.20 PM. Answer the following questions 1. What greeded by writer when he first arrived at Bangkok? 2. How long did he go around Bangkok City? 3. Why was the writer’s flight delayed? 4. Did the writer spend the night in the hotel? Why? 5. What facilities on the airplane were given when the writer stayed the night there? 6. Did the writer have breakfast in the airport? Why? 7. What did he do after first arriving at Bangkok? 8. What time did the writer was supposed to board the plane to Hong Kong? 9. After the first wait, what did the captain announce? 10.What happened 2 hours after the initial flight delay? 11.Then, what did the writer do in the morning? 12.What time did the writer land in Hong Kong?
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 61 Time Connectives Time connective is a word of phrase that tells the reader that we have jumped in time. It connects things that happen at different times. Time connectives are often used in recount texts. A new paragraph sometimes starts with a time connective. First Finally Then When Next Until then Now Lastly Soon At this point At this moment Straight away Meanwhile Next time Previously After a while At once Whenever In the end Afterwards Later on Before that on another occasion Since While Exercise of Time Connectives Exploring
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 62 Find a personal recount text. The, complete the diagram below. ❖ GRAMMAR IN FOCUS Simple past tense Who What was there Event 2 When Orientation Sequence of events Comments Event 3 Event 1 Event 4
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 63 The simple past tense, sometimes called the preterite, is used to talk about a completed action in a time before now. The simple past is the basic form of past tense in English. The time of the action can be in the recent past or the distant past and action duration is not important. We use the past tense to talk about: • Something that happened once in the past: - I met my wife in 1983. - We went to Spain for our holidays. - They got home very late last night. • Something that happened several times in the past: - When I was a boy, I walked a mile to school every day. - We swam a lot while we were on holiday. - They always enjoyed visiting their friends. • Something that was true for some time in the past: - I lived abroad for ten years. - He enjoyed being a student. - She played a lot of tennis when she was younger. • We often use expressions with ago with the past simple: - I met my wife a long time ago. Choose one of the following themes. Write a personal recount text. - Last holiday - Unforgettable moments a. What is the title of your recount? b. Where and when did it happen? Who’s involved? c. What happened? What did you do? How did it happen? d. What’s your comment about what happened? Read the brief history of Youth Pledge; and learn the grammatical structures of the text Title Descriptions Orientation The Youth Pledge on 28 October 1928 was a declaration made by young Indonesian nationalists. This declaration was proclaimed in the Second Youth Congress. There are three points covered in the declaration, which are one Communicating
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 64 motherland, one nation and one language. Events The first Indonesia Youth Congress was held in 1926. It was held in Batavia, which was the capital of the Dutch East Indies. In the first congress, there were no formal decisions made but it promoted the idea of a united country. The second congress was held in October 1928. This congress was held at three locations. The first session was held to inspire the feeling of unity. The second session discussed about education and the third or the final session participants heard for the first time Indonesia national anthem created by Wage Rudolf Supratman. The third session closed with a youth pledge reading. At that time, the Youth Pledge was used for boosting the Indonesia army’s spirit. With the unity of the young nationalists, the Indonesian independence fighters got more motivation to fight against the colonialists. Reorientaion Up to today, the date when the youth pledge was made is still remembered and celebrated. Many historians said that the Youth Pledge and the youth congress are one of the most important moments for Indonesia. Discuss who is your favorite politicians or government leaders. 1. Who is your favorite politician, government leader, entertainer, entrepreneur, sportsman? 2. Why do you like him/her? 3. What do you learn from him/her? Look at the pictures and match the pictures (1-5) with these correct descriptions (A-E) 1 2 3 4 5 1
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 65 A. Abdurrahman ad-Dakhil was born on the fourth day of the eighth month of the Islamic calendar in 1940 in Jombang, East Java to Abdul Wahid Hasyim and Siti Sholehah. This led to a belief that he was born on 4 August; instead, using the Islamic calendar to mark his birth date meant that he was actually born on 4 Sha'aban, equivalent to 7 September 1940. He was an Indonesian politician and Islamic religious leader who served as the 4th President of Indonesia, from his election in 1999 until his removal from power in 2001. B. Nelson Rolihlahla Mandela, 18 July 1918 – 5 December 2013) was a South African antiapartheid revolutionary and political leader who served as the first president of South Africa from 1994 to 1999. He was the country's first black head of state and the first elected in a fully representative democratic election. His government focused on dismantling the legacy of apartheid by tackling institutionalised racism and fostering racial reconciliation. Ideologically an African nationalist and socialist, he served as the president of the African National Congress (ANC) party from 1991 to 1997. C. Aung San Suu Kyi, born 19 June 1945) is a Burmese politician, diplomat, author, and a 1991 Nobel Peace Prize laureate who served as State Counsellor of Myanmar (equivalent to a prime minister) and Minister of Foreign Affairs from 2016 to 2021. She has served as the chairperson of the National League for Democracy (NLD) since 2011, having been the general secretary from 1988 to 2011.[4][5] She played a vital role in Myanmar's transition from military junta to partial democracy in the 2010s. D. Diana, Princess of Wales (born Diana Frances Spencer; 1 July 1961 – 31 August 1997), was a member of the British royal family. She was the first wife of Charles, Prince of Wales—the heir apparent to the British throne—and mother of Princes William and Harry. Diana's activism and glamour made her an international icon and earned her enduring popularity as well as unprecedented public scrutiny, exacerbated by her tumultuous private life. E. Mohammed Abdel Rahman Abdel Raouf al-Qudwa al-Husseini, August 1929 – 11 November 2004), popularly known as Yasser Arafat, was a Palestinian political leader. He was Chairman of the Paleration Organization (PLO) from 1969 to 2004 and President of the Palestinian National Authority (PNA) from 1994 to 2004. ➢ Listen to the monolog of Nelson Mandela’s then answer the following questions https://drive.google.com/file/d/1KmnXTfppI4xoRZytHYY7ws2USi1KBMu/view?usp=shar ing 1. Nelson Mandela was the President of South Africa a) from 1990 b) for 30 years c) until 1999 2. Mandela had been imprisoned for a) opposing the apartheid system b) attacking white communities c) uniting South Africa 3. The apartheid system in South Africa was intended to a) develop black and white communities equally b) keep black and white communities apart c) bring black and white communities together
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 66 ➢ Listen to the monolog about Malala Yousafzai, then complete the blanks here. https://drive.google.com/file/d/1_EVJb7jEjxvkiYEakUgSXLzXHf6kWKF/view?usp=sh aring LISTENING ACTIVITIES Malala Yousafzai is a Pakistani activist. She was born in …. in Mingora, Pakistan. In 2008, the Taliban invaded Yousafzai’s hometown. They closed and …. many of the girls’ schools in the area. This Yousafzai to speak up about girls’ rights to …. . When she was only 11 years old, she started publishing her ….. under a pseudonym. Her activism drew a lot of… , and her real name was soon revealed to the …. . In 2012, Yousafzai was shot by a Taliban gunman while …. the bus. She recovered from the attack at a …. in Birmingham, England, and began to go to school there. In 2014, Yousafzai became the … ever to win the Nobel Peace Prize. READING COMPREHENSION EXERCISE The Proclamation of Indonesian Independence The proclamation of Indonesian independence was read at 10.00 a.m. on Friday, 17 August 1945. The declaration marked the start of the diplomatic and armed resistance of the Indonesian National Revolution, fighting against the forces of the Netherlands and pro Dutch civilians, until the latter officially acknowledged Indonesia's independence in 1949. In 2005, the Netherlands declared that they had decided to accept de facto 17 August 1945 as Indonesia's independence date. In a 2013 interview the Indonesian historian Sukotjo, amongst others, asked the Dutch government to formally acknowledge the date of independence as 17 August 1945. The United Nations, who mediated in the conflict, formally acknowledge the date of independence as 27 December 1949. The document was signed by Sukarno (who signed his name "Soekarno" using the older Dutch orthography) and Mohammad Hatta, who were appointed president and vicepresident respectively the following day. The draft was prepared only a few hours earlier, on the night of 16 August, by Sukarno, Hatta, and Soebardjo, at Rear-Admiral Maeda (Minoru) Tadashi's house, Miyako-Doori 1, Jakarta (now the "Museum of the Declaration of Independence", JL. Imam Bonjol I, Jakarta). The original Indonesian Declaration of Independence was typed by Sayuti Melik. Maeda himself was sleeping in his room upstairs. He was agreeable to the idea of Indonesia's independence, and had lent his house for the drafting of the declaration. Marshal Terauchi, the highest-ranking Japanese leader in South East Asia and son of Prime Minister Terauchi Masatake, was however against Indonesia's independence, scheduled for 24 August.
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 67 While the formal preparation of the declaration, and the official independence itself for that matter, had been carefully planned a few months earlier, the actual declaration date was brought forward almost inadvertently as a consequence of the Japanese unconditional surrender to the Allies on 15 August following the Nagasaki atomic bombing. The historic event was triggered by a plot, led by a few more radical youth activists such as Adam Malik and Chairul Saleh, that’s put pressure on Sukarno and Hatta to proclaim independence immediately. The declaration was to be signed by the 27 members of the Preparatory Committee for Indonesian Independence (PPKI) symbolically representing the new nation's diversity. The particular act was apparently inspired by a similar spirit of the United States Declaration of Independence. However, the idea was heavily turned down by the radical activists mentioned earlier, arguing that the committee was too closely associated with then soon to be defunct Japanese occupation rule, thus creating a potential credibility issue. Instead, the radical activists demanded that the signatures of six of them were to be put on the document. All parties involved in the historical moment finally agreed on a compromise solution which only included Sukarno and Mohammad Hatta as the cosigners in the name of the nation of Indonesia. Sukarno had initially wanted the declaration to be read at Ikada Plain, the large open field in the centre of Jakarta, but due to unfounded widespread apprehension over the possibility of Japanese sabotage, the venue was changed to Sukarno's house at Pegangsaan Timur 56. There was no concrete evidence for the growing suspicions, as the Japanese had already surrendered to the Allies, the declaration of independence passed without a hitch. The proclamation at 56, Jalan Pegangsaan Timur, Jakarta, was heard throughout the country because the text was secretly broadcast by Indonesian radio personnel using the transmitters of the JAKARTA Hoso Kyoku radio station. An English translation of the proclamation was broadcasted overseas. Generic Structure The text (which paragraph) Language features Orientation Who What When Where Past Tense Chronological events Past tense Conjunction Adverb of time Adverb of place Re-orientation Past tense Adverb cnjunction
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 68 Practice 1: Use the following words to complete the blank spaces. The use of verbs should be changed into suitable tenses. Surrender rally (verb) siege (noun) Remembrance anger defiant 1. The freedom fighters were forced to ____________, but their faith in God and people’s dream strengthened them to keep on fighting against the aggressors. 2. The ________ militia refused to obey the British army’s instruction to surrender their weaponry to them. 3. The city was under _______ so that nobody could get in or get out of the city. Luckily, the people depended on no one for their food. 4. Do not betray me. Be loyal to our agreement. Your betrayal will _________me. I can be really angry, and that can mean that there will be no more collaboration between us. 5. Last week, teenagers _________ in the center of the city to support the beginning of bike-to-school program. They all came riding their bicycles. Practice 2 : Read the following incomplete sentences. Complete them with am/is/are (present) or was/were (past). 1. In 1945, they _____ 17, so they ______ 85 now. 2. Today the weather _____ cold, but last Monday it _______ terribly hot. 3. I _____ very thirsty. Can somebody give me a glass of water, please? 4. The defiant freedom fighters _______ very brave. They fought till death to defend the city. 5. I _____ happy with Surabaya now. Years ago, it _____ very dirty and messy. 6. Don’t buy those weapons. They _____ dangerous and illegal. 7. Hey, I like your new hat. It fits you well, and when you wear it, it reminds me of the 1945 freedom fighters. ____ it expensive? 8. This time seventy years ago my grandfather ________ in Surabaya joining the militia to fight against the British army. 9. “Where ______ the veterans?” “I don’t know. They _______ in the lobby of the hotel five minutes ago.” 10. The generals and the veterans ______ happy and optimistic about us now. They know we _______always busy with good activities and never think of using drugs. When we met them last year, they ________ pessimistic.
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 69 EVALUASI Read the text and answer the questions that follow by choosing the correct option. The following text is for questions no. 1 to 3. My favourite sport is marathon running. There is a small town in Greece called Marathon, and the race is called marathon because of a Greek legend. A Greek messenger ran all the way from the battlefield of Marathon to Athens to announce victory. He did it without stopping, but died on arrival! Now there are about 500 marathon races worldwide. I ran in my first marathon in 2011, and it was fantastic. I trained for four months for the race. Sometimes it was hard, but usually I enjoyed it. There were five thousand runners in my race, and I was one of the last ones to arrive – it took me seven hours and twelve minutes! But that isn’t important. I enjoyed it and felt proud that I finished the 42.195 kilometres. Yes, that’s how far we ran. Now I’m training for my next marathon. If I’m fit enough, I’ll take part in the London Marathon next year. 1. The text tells us about… A. the background to the marathon race and the writer’s own experience. B. the history of the marathon race and the kind of people who run in it today. C. the background to the Battle of Marathon and the reasons for victory. D. details of the writer’s training plan for the London Marathon next year. E. details of my training plan for the London Marathon next year. 2. How did the writer feel about the race? A. Disappointed because he was one of the last ones to arrive.
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 70 B. Angry because he thought he should have trained harder. C. Unhappy because it took so long. D. Pleased that he had managed to complete it. E. dissatisfied because he couldn’t complete it 3. ‘… and felt proud that I finished the 42.195 kilometres.” What is the opposite of the underlined word? A. Pleased B. Ashamed C. Sad D. Superior E. Happy 4. Arrange the sentences into a good paragraph 1) As we were leaving the house, Toby saw a cat. 2) I got up early and looked out of the window. 3) He pulled me outside and the door slammed behind me in the wind. 4) He began to bark and pull on the lead. 5) I took a shower and got dressed. 6) It was a lovely day so I decided take my dog, Toby, to the park. 7) Unfortunately, my keys were inside. 8) Then I put Toby on the lead and got ready to leave the house. The best arrangements for the sentences above is … A. 2 – 5 – 6 – 8 – 7 – 1 – 4 – 3 B. 2 – 6 – 5 – 8 – 1 – 4 – 3 – 7 C. 5 – 1 – 8 – 4 – 3 – 2 – 7 – 6 D. 1 – 3 – 5 – 7 – 2 – 4 – 6 – 8 E. 3 – 1 – 5 – 7 – 2 – 4 – 6 – 8 The following text is for questions no. 5 to 7 Ichiro Suzuki is a famous and successful Japanese baseball player. He was born in Toyoyama, Japan in 1973. From the age of seven he practised for several hours a day, trained by his father. By the age of 12, Ichiro knew he wanted to be a professional baseball player. Although some teams were put off because he was so small, he turned professional at the age of 18. In 1992 Ichiro played in a Kobe’s Orix Blue Wave, but for a long time he couldn’t get into the first team. The manager didn’t like his style. In 1994, a new manager came and promoted Ichiro. By the end of the year, he was famous. Japan’s media called him the ‘human batting machine’. In 2000 Ichiro signed a three-year contract with the Seattle Mariners. He was the first Japanese position player ever to play in America. He immediately started breaking records and making history. He still plays for the Mariners. 5. The text is a…
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 71 A. sports report. B. description of a baseball match. C. portrait of a baseball player. D. history of Japanese baseball. E. Ichiro’s letter. 6. The text tells us that some teams did not want Ichiro because of his … A. size. B. nationality. C. age. D. style. E. selfishness. 7. The text tells us that Ichiro… A. became a professional baseball player when he was 12. B. is unknown outside Japan. C. is still trained by his father. D. has been playing for the Seattle Mariners since 2000. E. was a manager of the baseball player. 8. To ensure that they would win the battle, the foreign army … sent to the battle ground, some of which include weaponry and logistical support. A. be B. is C. was D. were E. has been 9. The defeat in the Battle of Surabaya … the militia movement only for a while. The heroic spirit had spread out and inflamed others to continue fighting for the country’s independence. A. hampered B. rallied C. angered D. refused E. advanced 10. Sukarno had … wanted the declaration to be read at Ikada Plain, the large open field in the centre of Jakarta, but due to unfounded widespread apprehension over the
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 72 possibility of Japanese sabotage, the venue was changed to Sukarno's house at Pegangsaan Timur 56. A. secondly B. finally C. lastly D. initially E. eventually CHAPTER 4 PROCEDURE TEXT
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 73 CAPAIAN PEMBELAJARAN BAHASA INGGRIS FASE E (KELAS X) Elemen Menyimak – Berbicara Pada akhir Fase E, peserta didik menggunakan bahasa Inggris untuk berkomunikasi dengan guru, teman sebaya dan orang lain dalam berbagai macam situasi dan tujuan. Mereka menggunakan dan merespon pertanyaan dan menggunakan strategi untuk memulai danmempertahankan percakapan dan diskusi. Mereka memahami dan mengidentifikasi ide utama dan detail relevan dari diskusi atau presentasi mengenai topik yang dekat dengan kehidupan pemuda. Mereka menggunakan bahasa Inggris untuk menyampaikan opini terhadap isu yang dekat dengan kehidupan pemuda dan untuk membahas minat. Mereka memberikan pendapat dan membuat perbandingan. Mereka menggunakan elemen non-verbal seperti bahasatubuh, kecepatan bicara, dan nada suara untuk dapat dipahami dalamsebagian konteks. By the end of Phase E, students use English to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use and respond to questions and use strategies to initiate and sustain conversations and discussion. They understand and identify the main ideas and relevant details of discussions or presentations on youth-related topics. They use English to express opinions on youth-related issues and to discuss youth-related interests. They give and make comparisons. They use non-verbal elements such
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 74 asgestures, speed and pitch to be understood in some contexts. Elemen Membaca – Memirsa Pada akhir Fase E, peserta didik membaca dan merespon berbagai macam teks seperti narasi, deskripsi, prosedur, eksposisi, recount, danreport. Mereka membaca untuk mempelajari sesuatu atau untuk mendapatkan informasi. Mereka mencari dan mengevaluasi detil spesifik dan inti dari berbagai macam jenis teks. Teks ini dapat berbentuk cetak atau digital, termasuk di antaranya teks visual, multimodal atau interaktif. Pemahaman mereka terhadap ide pokok, isu-isu atau pengembangan plot dalam berbagai macam teks mulai berkembang. Mereka mengidentifikasi tujuan penulis dan mengembangkan keterampilannya untuk melakukan inferensi sederhana dalam memahami informasi tersirat dalam teks. By the end of Phase E, students read and respond to a variety of texts, such as narratives, descriptions, procedures, expositions, recount and report. They read to learn or to find information. They locate and evaluate specific details and main ideas of a variety of texts. These texts may be in the form print or digital texts, including visual, multimodal or interactive texts. They are developing understanding of main ideas, issues or plot development in a variety of texts. They identify the author’s purposes and are developing simple inferential skills to help them understand implied information from the texts. Elemen Menulis – Mempresentasikan Pada akhir Fase E, peserta didik menulis berbagai jenis teks fiksi dan non-fiksi, melalui aktivitas yang dipandu, menunjukkan kesadaran peserta didik terhadap tujuan dan target pembaca. Mereka membuat perencanaan, menulis, mengulas dan menulis ulang berbagai jenis tipe teks dengan menunjukkan strategi koreksi diri, termasuk tanda baca dan huruf besar. Mereka menyampaikan ide
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 75 menggunakan kosakata dan kata kerja umum dalam tulisannya. Mereka menyajikan informasi menggunakan berbagai mode presentasi untuk menyesuaikan dengan pembaca/pemirsa dan untuk mencapai tujuan yang berbeda-beda, dalam bentuk cetak dan digital. By the end of phase E, students write a variety of fiction and non-fiction texts, through guided activities, showing an awareness of purpose and audience. They plan, write, review and redraft a range of text types with some evidence of selfcorrection strategies, including punctuation and capitalization. They express ideas and use common/daily vocabulary and verbs in their writing. They present information using different modes of presentation to suit different audiences and to achieve different purposes, in print and digital forms. CHAPTER 4 Tujuan Pembelajaran Tujuan Bab 4 • Memproduksi teks prosedur lisan dan teks prosedur tulis multimoda tentang kegiatann/acara olahraga sesuai dengan konteks dan tujuan yang hendak dicapai (Writing) Tujuan Pembelajaran Pada Bab 4
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 76 • Mengidentifikasi konteks, gagasan utama, dan informasi terperinci dari teks prosedur lisan yang disajikan dalam bentuk multimoda dengan topik cara menjaga Kesehatan (Reading) • Mengidentifikasi karakteristik, rangkaian penyusunan, dan pengembangan gagasan secara sederhana dari teks prosedur lisan dalam bentuk multimoda tentang cara menjaga Kesehatan (Reading) • Mengidentifikasi makna tersurat dari teks prosedur ragam tulis dalam bentuk multimoda tentang cara menjaga Kesehatan (Reading) • Menguraikan gagasan dan pendapat disertai dengan alasan sederhana terhadap teks prosedur Speaking) • Mendemonstrasikan komunikasi efektif dalam penyampaian gagasan dan pendapat secara sederhana terhadap teks prosedur (Listening & Responding) • Merancang teks prosedur tentang cara mempertahankan Kesehatan fisik atau mental dengan memperhatikan konteks dan tujuan penulisan (Writing) PROCEDURE TEXT After learning the materials in this chapter you are expectedto be able to: 1. identify context, main ideas and detailed informationfrom an oral and verbal procedure text presented in multimodal form about sports and health. 2. communicate simple ideas and opinions in various discussions, collaborative activities and presentationsorally about sports and health. 3. write a procedure text about sports and health with an appropriate structure of organization and linguistic features and present it.
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 77 You can say: How many times a week/a month do you …? Questions to think about? 1. Which activities can make you stay healthy? Why? 2. Which activities make you happy? Why? 3. Would you ratherstay healthy or be happy? Take a Survey Sit in small groups. Ask your classmates in the group how manytimes they do the following activities: Activities Never Sometimes Often Always exercise eat healthy foods check your weight get 8 hours ofsleep brush and loss your teeth wear sunscreenwhen you go outside C
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 78 READING ACTIVITY How Exercise Reduces Stress and Anxiety Exercise is a proven way to improve your life by reducing stress and anxiety. Unfortunately, feelings of stress and anxiety are a reality—one reality that can negatively affect your quality of life. At any given time, there’s a good chance you’re experiencing stress, and it can be tough figuring out positive ways to manage it. Why does exercise reduce stress and anxiety? Exercise is one of the most effective ways to deal with and handle stress and anxiety. The stress of exercise actually helps your brain release endorphins, which serve as natural painkillers. Consistent exercise, whether it’s every day or three times a week, encourages your brain to regularly release endorphins which can help improve your mood. Working out helps your body lower stress hormones like cortisol. To sum it up, the release of endorphins combined with the reduction of stress hormones helps you feel calm and in control of your life, thanks to exercise. Below are different forms of exercise that will help you curb your stress and anxiety. Yoga This well-known form of exercise also serves as a form of meditation. Yoga practitioners experience a variety of physical benefits such as improved circulation, better flexibility, and a stronger core. Regular yoga sessions can also help reduce the chances of high
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 79 blood pressure and heart disease. Yoga practitioners also receive training on how to achieve peace of mind that leads to less stress and anxiety. Cardio workouts Running, cycling, and swimming are all different forms of cardio exercise that are great for the heart and lungs. Cardio exercise can also be a form of meditation because it can be done over longer periods of time versus quick, powerful exercises such as deadlifts. These type of workouts can be most effective for stress management in the mornings so your day starts off with a release of endorphins. Martial arts From karate to Brazilian Jiu-Jitsu, various forms of martial arts are effective ways to reduce anxiety and stress through exercise. One of the main reasons? Because you train with other people. Many martial art exercises and techniques require a training partner—this socializing is a great way to release endorphins, create a connection, and feel less stressed. Martial arts provide a community to learn from on a consistent basis. Ultimately, it’s your choice as to which form of exercise is most effective for you to reduce stress and anxiety in your life. Try out different classes—from tai chi to yoga—if you’re not sure what works for you. You can even alternate between different workouts— go for a run every other day and strength train in between. Remember: Consistency is key to managing your stress and anxiety in a healthy, sustainable manner. Sources: https://selecthealth.org/blog/2019/06/how-exercise-reduces-stress-and-anxiety Questions to discuss 1. What is the text about? 2. Based on the text, how to manage our stress and make our body calm? 3. How does Karate and Jiu Jit Su can reduce anxiety and stress? Read and Decide Study the two infographics on mental and physical health below. A
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 80 Steps: 1. Form small groups. 2. Take turns spinning a pen on the game board. 3. Read the situation that the pen points at. 4. Give a suggestion of what to do in that situation. Discuss and Decide Now discuss in your groups the answers to the following questions. 1. Which of the tips from the mental health infographic that youhave done? How was the effect? 2. Which of the tips from the mental health infographic that youwant to try? Why? 3. Do you eat a healthy food regularly? 4. Do you have other tips for taking care your mental health? 5. Why do you think people should get enough sleep? Let’s Have a Group Discussion When you have done enough self-care, it is believed that you will be able to care for others. Let’s play the following game to seehow well you can help others to cope with the situation they are faced with by giving them sound suggestions. B C
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 81 Everyone needs to make time to care for their own needs daily, so she/he has the strength and ability to care for others. From the game you have played, talk to your classmate whether you thinkyou are the one who needs more advice or the one who can giveadvice? Making Draft of Your Writing Title Purpose Steps Start Your Writing Based on the writing prompt or health problems faced by studentsin general, create your own tips on how to maintain physical or mental health as students. Talk about what aspect of health you would like to write about, what you will need to do to maintain the health, the steps you will use to explain your tips, and how you think your tips will be concluded. When you have finished sharing with a partner, write your ideas on this organizer to help you plan your tips
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 82 Image: What image will you use? Describe here and explain why you think this is a good choice. Font and Style: What fonts are you using? Why are some words larger than others? Explain your choices here. Text: Write (and rewrite!) the text you will include in your poster here: ACTIVITY: WRITING Write a simple procedure text of how to maintain health based onthe draft you have prepared. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Group/Individual Project: Health Campaign By the end of this project, you will be able to come up with a posterof a Health Campaign. 1. Think about it a. Which aspect of health are you going to promote? b. Who is your target audience? c. Have you had enough sources to support your campaignmessage? 2. Sketch the poster You may sketch your poster using this format or use a postermaker application. A ssessment
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 83 CHAPTER 5 NARRATIVE
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 84 CAPAIAN PEMBELAJARAN BAHASA INGGRIS FASE E (KELAS X) Elemen Menyimak – Berbicara Pada akhir Fase E, peserta didik menggunakan bahasa Inggris untuk berkomunikasi dengan guru, teman sebaya dan orang lain dalam berbagai macam situasi dan tujuan. Mereka menggunakan dan merespon pertanyaan dan menggunakan strategi untuk memulai danmempertahankan percakapan dan diskusi. Mereka memahami dan mengidentifikasi ide utama dan detail relevan dari diskusi atau presentasi mengenai topik yang dekat dengan kehidupan pemuda. Mereka menggunakan bahasa Inggris untuk menyampaikan opini terhadap isu yang dekat dengan kehidupan pemuda dan untuk membahas minat. Mereka memberikan pendapat dan membuat perbandingan. Mereka menggunakan elemen non-verbal seperti bahasatubuh, kecepatan bicara, dan nada suara untuk dapat dipahami dalamsebagian konteks. By the end of Phase E, students use English to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use and respond to questions and use strategies to initiate and sustain conversations and discussion. They understand and identify the main ideas and relevant details of discussions or presentations on youth-related topics. They use English to express opinions on youth-related issues and to discuss youth-related interests. They give and make comparisons. They use non-verbal elements such asgestures, speed and pitch to be understood in some contexts. Elemen Membaca – Memirsa Pada akhir Fase E, peserta didik membaca dan merespon berbagai macam teks seperti narasi, deskripsi, prosedur, eksposisi, recount, danreport. Mereka membaca untuk mempelajari sesuatu atau untuk mendapatkan informasi. Mereka mencari dan mengevaluasi detil spesifik dan inti dari berbagai macam jenis teks. Teks ini dapat berbentuk cetak atau digital, termasuk di antaranya teks visual, multimodal atau interaktif. Pemahaman mereka terhadap ide pokok, isu-isu atau pengembangan plot dalam berbagai macam teks mulai berkembang. Mereka mengidentifikasi tujuan penulis dan mengembangkan keterampilannya untuk melakukan inferensi sederhana dalam memahami informasi tersirat dalam teks. By the end of Phase E, students read and respond to a variety of texts, such as narratives, descriptions, procedures, expositions, recount and report. They read to learn or to find information. They locate and evaluate specific details and main ideas of a variety of texts. These texts may be in the form print or digital texts, including visual, multimodal or interactive texts. They are developing
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 85 understanding of main ideas, issues or plot development in a variety of texts. They identify the author’s purposes and are developing simple inferential skills to help them understand implied information from the texts. Elemen Menulis – Mempresentasikan Pada akhir Fase E, peserta didik menulis berbagai jenis teks fiksi dan non-fiksi, melalui aktivitas yang dipandu, menunjukkan kesadaran peserta didik terhadap tujuan dan target pembaca. Mereka membuat perencanaan, menulis, mengulas dan menulis ulang berbagai jenis tipe teks dengan menunjukkan strategi koreksi diri, termasuk tanda baca dan huruf besar. Mereka menyampaikan ide menggunakan kosakata dan kata kerja umum dalam tulisannya. Mereka menyajikan informasi menggunakan berbagai mode presentasi untuk menyesuaikan dengan pembaca/pemirsa dan untuk mencapai tujuan yang berbeda-beda, dalam bentuk cetak dan digital. By the end of phase E, students write a variety of fiction and non-fiction texts, through guided activities, showing an awareness of purpose and audience. They plan, write, review and redraft a range of text types with some evidence of selfcorrection strategies, including punctuation and capitalization. They express ideas and use common/daily vocabulary and verbs in their writing. They present information using different modes of presentation to suit different audiences and to achieve different purposes, in print and digital forms.
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 86 CHAPTER 4 Tujuan Pembelajaran Tujuan Bab 4 • Memproduksi teks naratif lisan dan tulis multimoda tentang fractured stories sesuai dengan konteks dan tujuan yang hendak dicapai (Writing) Tujuan Pembelajaran Pada Bab 4 • Mengidentifikasi konteks, gagasan utama, dan informasi terperinci dari teks naratif lisan yang disajikan dalam bentuk multimoda dengan topik fractured stories. • Mengidentifikasi makna tersurat dari teks naratif ragam tulis dalam bentuk multimoda (Reading) • Menguraikan gagasan dan pendapat disertai dengan alasan sederhana terhadap teks naratif fractured stories Speaking) • Mendemonstrasikan komunikasi efektif dalam penyampaian gagasan dan pendapat secara sederhana terhadap teks naratif fractured stories(Listening & Responding) • Merancang teks naratif fractured stories dengan memperhatikan konteks dan tujuan penulisan (Writing)
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 87 NARRATIVE TEXT Before we start the lesson, please watch this video. https://youtu.be/75P0TJfowMw or Let’s Learn! 1. Definition of Narrative Text A narrative text is an imaginative story to entertain people (teks narasi adalah cerita imaginatif yang bertujuan menghibur orang). 2. Generic Structure of Narrative Text Orientation : It is about the opening paragraph where the characters of the story are introduced. (berisi pengenalan tokoh, tempat dan waktu terjadinya cerita (siapa atau apa, kapan dan dimana) Complication : Where the problems in the story developed. (Permasalahan muncul / mulai terjadi dan berkembang) Resolution : Where the problems in the story is solved. Masalah selesai, secara baik “happy ending” ataupun buruk “bad ending” Coda / reorientation (optional) – lesson from the story. Kadangkala susunan (generic structure) narrative text bisa berisi: Orientation, Complication, Evaluation, Resolution dan Reorientation. Meski “Evaluation” dan “Reorientation” merupakan optional; bisa ditambahkan dan bisa tidak. Evaluation berisi penilaian / evaluasi terhadap jalannya cerita atau konflik. Sedangkan Reorientation berisi penyimpulan isi akhir cerita. 3. Purpose (Communicative Purpose) The Purpose of Narrative Text is to amuse or to entertain the reader with a story. 4. The Characteristics / Language Feature Past tense (killed, drunk, etc) Adverb of time (Once upun a time, one day, etc) Time conjunction (when, then, suddenly, etc) Specific character. The character of the story is specific, not general. (Cinderella, Snow White, Alibaba, etc)
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 88 Action verbs. A verb that shows an action. (killed, dug, walked, etc) Direct speech. It is to make the story lively. (Snow White said,”My name is Snow White). The direct speech uses present tense. 5. Kinds of Narrative Text Fables Fables adalah cerita yang biasanya menampilkan binatang atau hewan dalam ceritanya (nyata atau mitos) yang mana binatang atau hewan dalam cerita tersebut diberikan kualitas mirip manusia untuk menyampaikan pesan moral kepada pembaca. Beberapa contoh fables adalah sebagai berikut: The Owl and The Grasshopper, The Gnat and The Bull, The Sheep and The Pig dan masih banyak lagi contoh lainnya yang bisa anda cari pada blog ini. Fairy Tale Kita semua pernah atau bahkan sering mendengar Fairy Tale, dan banyak dari kisah masa kecil favorit kita termasuk dalam kategori ini. Fairy Tale adalah jenis dongeng berisi peri, putri duyung, dan keajaiban-keajaiban dunia peri lainnya. Folktales Folktales adalah cerita rakyat yang juga berasal dari tradisi lisan, diturunkan oleh 'rakyat' pada zaman dahulu dan diceritakan kembali kepada mereka yang hidup pada zaman sekarang ini. Istilah 'cerita rakya' dikenal juga dengan istilah dongeng, karena cerita rakyat dapat memiliki pelajaran dan pesan moral di akhir ceritanya. Myths Mitos bercerita tentang kejadian alam semesta, dunia dan para makhluk yang menghuninya, bentuk topografi, kisah para makhluk supranatural serta lain sebagainya. Mitos adalah cerita dari setiap budaya yang selama berabad-abad telah menjelaskan fenomena alam dan menjawab pertanyaan orang tentang kondisi manusia, kisah asal dan penciptaan, kisah tentang kehidupan, kematian, dan kehidupan setelah kematian.. Legends Berbeda dengan jenis cerita lain yang ditampilkan di sini, legenda didasarkan pada sejarah, bahkan beberapa orang meyakini kebenaran cerita tersebut walaupun tidak didukung oleh fakta dan logika. Legenda tidak menjelaskan misteri dunia seperti mitos, juga tidak menggunakan hewan untuk menyampaikan pesan moral dalam cerita tersebut. Legenda adalah kisah di ujung realitas, sering menampilkan keajaiban atau peristiwa luar biasa. 6. Example of Narrative Text A legend of Surabaya
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 89 A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in the sea. Actually, they were friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up. It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “No way! This is my lunch. You are greedy! I had not eaten for two days!” said Sura. Then Sura and Baya fought again. After a few hours, they were very tired. Sura had an idea to stop their bad behavior. “I’m tired of fighting, Baya,” said Sura. “Me too. What should we do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will never go to the sea again. My place is on the land,” said Baya. Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura. Then Sura and Baya fought again. They both hit each other. Sura bite Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again.
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 90 The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also put their war as the symbol of Surabaya city. *** Activity 1 A. After reading the material above, read the text below and then identify the structures of each paragraph here. B. Match the correct types of Narrative thext based on the picture of the story given
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 91 C. Match the correct types of Narrative thext based on the definition given D. Match the pictures with the origins A. Myth C. Fable B. Fiction D. Legend
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 92 E. Match the picture with the title Activity 2 Listening and filling in the blanks
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 93 Practice 2. Read the text and answer the questions that follow A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. Th ey lived in the sea. They were friends, but when they were hungry, they did not want to share their food. They fought over it and never stopped fighting until one of them gave up. One hot day, Sura and Baya were looking for food. Suddenly Baya saw a goat. “Yummy, this is my lunch,” said Baya. “No way! Th is is my lunch. You are greedy! I haven’t eaten for two days!” said Sura. Then Sura and Baya fought again. While they were fighting, the goat ran away. After fighting for hours, Sura and Baya felt very tired. “I’m tired of fighting, Baya,” said Sura. “Me too,” said Baya. “We must stop fighting. Do you have any idea how?” “Yes, I do. Let’s separate our territory. I’ll live in the water and look for food in the sea. And you live on the land and in the river and look for food there. Do you agree?” asked Sura. “Hmm ... let me think about it. OK, I agree. From today, I will never go into the sea again. My place is on the land,” said Baya. So they both lived in different places. But one day Sura was very hungry, and there was not much food in the sea. So he went to the land and looked for some food in the river. Baya was very angry when he discovered that Sura had broken the promise. “Hey, what are you doing here? This is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura. Then Sura and Baya fought again. Sura bit Baya’s tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 94 up. He went back to the sea. Baya was very happy. He had his territory again. That was their last fight. But the place where they had fought was a mess. There was blood everywhere, and people named the place ‘Surabaya’, from Sura the shark and Baya the crocodile. The city logo shows this famous fight. Practice 1: read the text above and answer the questions that follow 1. Write the characters of the story, what are they like? 2. Do you think that they are best friends? 3. Where is the story taken place? 4. What was their agreement? 5. Did one of them feel satisfied? Why? 6. What was the ending of the story? A long time ago in a small village on the shores of Lake Toba there lived a married couple with a daughter, Seruni. She was sad because her father set her up with a young man who was her own cousin. She had a love affair with a young man in her village. Desperate because she didn't know what to do, she wanted to end her life by jumping into Lake Toba with a pet dog, Toki. When she walked toward the cliffs on the shores of Lake Toba, she suddenly fell into a hole large stone to get into the base. She was so desperate not to ask for help to anyone. She preferred to die in the hole, she told herself. Suddenly the walls of the hole begins to close. "Docked ...! Docked stone..!" Cried Seruni, so that the stone wall is getting closer and choke her. Toki saw the incident immediately ran to the house to ask for help. At home, Toki immediately approached Seruni's parents with barking, pawing the ground and pacing around his master, Toki tried to tell that Seruni was in danger. Aware of what is implied by the dog, Seruni's Parents immediately headed for the field. Both ran to follow Toki and followed the group of villagers up to the edge of the hole where their daughters fall. Residents just heard the faint sound of a hole "Docked, Docked stone ...." However, no one could reach that fell into the hole until the shock was catastrophic and making a hole slowly docked and closed by itself. Seruni inside the hole was eventually trapped and could not be saved. Some time after the shaking stopped, at the top of the hole was closed and it appeared a large stone that resembled a girl's body that seemed to hang on the walls of the cliff on the shores of Lake Toba. People who saw the incident believe that the stone is an incarnation of Seruni and later renamed it as "Batu Gantung", Hanging Stone in English.
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 95 Answer the following questions based on the text: 1. What is the story about? 2. Who are the characters? What are they like? 3. Where did the story happen? 4. What is the complication of the story? Source: https://steemit.com/history/@alamcraft/the-legend-of-batu-gantung-hanging-stone-inlake-tobanorth-sumatera-indonesia Writing The Stories Description of the text Text 1 Text 2 Title Characters (Who, when, what happened? Social Function of text Problems The Climax Resolution
M. Nashruddin Akhyar – UKBM Bahasa Inggris – Kelas X [Date] 96 GRAMMAR FOCUS ❖ Simple Past Tense
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